Intellectual Disabilities (InD), also called Cognitive Disabilities

 

* As of 1/4/2009, the Florida Department of Education combined the eligibility categories of Educable Mentally Handicapped (EMH), Trainable Mentally Handicapped (TMH), and Profoundly Mentally Handicapped (PMH) into the single category of

“Intellectual Disabilites”.

 

An Intellectual Disability is defined as significantly below average functioning demonstrated from birth to age 18 with significant delays in academic skills. An evaluation for services from the Intellectual Disabilities program must include:

·         a standardized, individual test of intellectual functioning  (IQ test)

·         a standardized assessment of adaptive behavior which includes parental input

(usually the Vineland is given)

·         an individual, standardized test of academic or pre-academic achievement which

must include reading, math and written expression

·         a standardized developmental scale shall be used when a student’s level of

functioning cannot be measured by an academic or pre-academic test

·         a social-developmental history which has been compiled from a structured

interview with parent, guhttps://www.ocps.net/cs/ese/programs/cognitive/Pages/default.aspxardian, or primary caregiver (usually done by social worker)

 

Eligibility is determined by a group of professionals and the parent. The group of professionals may include the school psychologist, Exceptional Student Education teacher, general education teacher, social worker, guidance counselor, behavior specialist,

staffing specialist, ESE program specialist and/or administrator or designee.

 

To qualify for services from the Intellectual Disabilities program, all of the following criteria must be met:

·         the standardized measure of intelligence is more than 2 standard deviations below

the mean.

·         Adaptive functioning is more than 2 standard deviations below the mean on an

adaptive behavior composite or on 2 out of 3 domains on a standardized test of

adaptive behavior

·         the level of academic performance is consistent with the performance expected of

students of comparable intellectual functioning

·         the Social/Developmental history identifies the developmental, familial, medical/

health and environmental factors impacting the student’s functioning and documenting the student’s functional skills outside of school

·         the student shows a need for special education.

 

A wide variety of specialized services are available for students with Intellectual Disabilities that are based upon individual student need. These services include instruction in the Sunshine State Standards or Access Points, life skills related to independent functioning, social/emotional behavior, communication and other related services. The goal is to provide the necessary supports which will enable each student to become as functionally independent as possible in school, home and in the community.

 

Based on the 2008-2009 OCPS feeder patterns, Lake Como is the school of service for 9 other elementary schools for children with moderate Intellectual Disabilities. At Lake Como, there are currently 18 students receiving services from the Intellectual Disabilities program. These services range from support in the general education classroom to resource support (1-4 hours daily) within an ESE classroom to full-time placement in an Intensive ESE classroom, depending on student need.

 

 

For more information, visit:

https://www.ocps.net/cs/ese/programs/cognitive/Pages/default.aspx